| Title |
Learning to pose cognitively demanding tasks through letter writing
|
|---|---|
| Published in |
Journal of Mathematics Teacher Education, October 2011
|
| DOI | 10.1007/s10857-011-9193-9 |
| Authors |
Anderson Norton, Signe Kastberg |
Mendeley readers
The data shown below were compiled from readership statistics for 52 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 4% |
| Bulgaria | 1 | 2% |
| Unknown | 49 | 94% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 12 | 23% |
| Professor > Associate Professor | 5 | 10% |
| Student > Doctoral Student | 4 | 8% |
| Lecturer | 4 | 8% |
| Student > Master | 4 | 8% |
| Other | 9 | 17% |
| Unknown | 14 | 27% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 21 | 40% |
| Mathematics | 10 | 19% |
| Arts and Humanities | 1 | 2% |
| Psychology | 1 | 2% |
| Business, Management and Accounting | 1 | 2% |
| Other | 2 | 4% |
| Unknown | 16 | 31% |